La scuola rappresenta, per l’adozione, il banco di prova allo stesso tempo più grande e più faticoso.
Questo grazie alle numerose e diversificate attività che impegnano gli alunni ogni giorno. E in cui investono la maggior parte del tempo.
Alcuni degli argomenti su cui si focalizzano le attività che si svolgono abitualmente a scuola richiedono di essere affrontati con particolare cautela e sensibilità. Specialmente se sono presenti bambini provenienti dall’adozione in classe.
Ecco alcuni esempi1.
La storia personale
Accogliere un bambino adottato significa accogliere la sua storia personale. In termini pratici ciò si traduce nel creare lo spazio adatto alla sua narrazione, nell’acquisizione di strumenti per ascoltarla, nel trovare e costruire dispositivi idonei a darle voce e significato.
Risulta, quindi, particolarmente importante non sottovalutare tutte le attività che hanno a che fare direttamente con un pensiero storico su di sé, come ad esempio i progetti sulla nascita, sulla storia personale e familiare, sulla raccolta dei dati che permettono la sua storicizzazione.
Spesso, tuttavia, le proposte didattiche sono veicolate da libri di testo, i quali non tengono conto delle diversità presenti nelle classi. In questo modo presentano attività pensate solo per alunni con famiglie biologiche. Occorre pertanto adattare i progetti alla classe, così da evitare una differenziazione degli alunni, in termini di tipo di strumento assegnato agli alunni e un altro tipo ai bambini adottati.
Ogni bambino o bambina è portatore di storie o esigenze differenti da chiunque altro. L’attenzione e l’ascolto dei bambini e delle loro famiglie rappresentano gli strumenti più utili per capire come comportarsi e identificare il momento migliore per proporre questo tipo di attività scolastiche.
Le famiglie di oggi
Quando a scuola si parla di “famiglia” solitamente ci si riferisce allo stereotipo più comune di una coppia con uno o più figlio biologici. Anche se la realtà attuale attraversa un periodo di grande cambiamento, questo è l’atteggiamento più diffuso. Tuttavia in ogni classe ormai sono presenti alunni con famiglie che possiedono storie differenti.
L’integrazione e il benessere dei bambini può essere garantito attraverso un’educazione ai rapporti familiari fondati sulla dimensione affettiva e progettuale promossa dall’istituzione scolastica.
Il consiglio, quindi, è quello di creare occasioni per parlare in classe delle nuove tipologie di famiglie presenti oggi e delle loro funzioni, intese come capacità di saper vicendevolmente assolvere ai bisogni fondamentali degli altri membri del nucleo familiare.
Potrebbe risultare utile leggere testi o visionare filmati in cui siano presenti diverse declinazioni della genitorialità. L’obiettivo è quello di arrivare a considerarle come situazioni comuni, e quindi prive di giudizi o stereotipi, e inoltre evitare che i valori trasmessi dalla scuola non contrastino quelli trasmessi dai genitori di famiglie non tradizionali.
Progetti interculturali
L’educazione alla valorizzazione delle differenze culturali e alla pluralità di appartenenze è un aspetto sensibile per i bambini adottati. Quando si affrontano questi temi in classe occorre prestare attenzione a non innescare in questi alunni percezioni di estraneità riportando la loro appartenenza da una cultura che probabilmente non gli appartiene realmente, oppure non come ci si aspetterebbe.
I bambini con un lunghi trascorsi di istituzionalizzazione hanno un’esperienza del proprio Paese di origine molto particolare, mentre coloro che sono stati adottati in età giovanissima possono non avere molti ricordi coscienti.
Risulta dunque opportuno, durante lo svolgimento di progetti interculturali in classe, non porre il minore proveniente dall’adozione internazionale al centro dell’attenzione con domande dirette ma creare situazioni facilitanti affinché egli si senta libero di esporsi se lo desidera.
Bisogna avere ben chiaro che i bambini adottati molto spesso manifestano un’accentuata ambivalenza di sentimenti nei confronti del loro Paese di origine e della loro storia pre adottiva, alternando fasi di identificazioni e di rifiuto, che vanno rispettate.
Nell’applicare cautela nel proporre interventi simili, è buona prassi informare e consultare preventivamente i genitori del minore adottato, chiedendo eventualmente la loro collaborazione. I bambini provenienti dall’adozione, infatti, sono prima di tutto inseriti in una famiglia interculturale, la quale può trattare in modo diverso il loro precoce patrimonio esperienziale.
E’ opportuno, dunque, sottolineare le caratteristiche del Paese di origine del bambino adottato che contribuiscono ad un arricchimento per la cultura dell’umanità ed evitare di enfatizzare aspetti come la povertà o il diverso grado di sviluppo. Questi ultimi in particolare potrebbero suscitare un’immagine negativa e stereotipata della sua terra d’origine, con cui è importante egli mantenga un legame, utile per lo sviluppo della sua identità.
Libri di testo
Alcune ricerche sui libri di testo più impiegati nelle scuole rivelano che l’adozione non viene quasi mai citata. La famiglia di cui parlano è quasi esclusivamente quella biologica, le illustrazioni raffigurano genitori e figli con gli stessi tratti somatici, i bambini con pelle di colore diverso sono poco presenti e quando appaiono vengono associati a sottintesi folkloristici che non corrispondo alla realtà.
Spesso si trovano domande a cui i bambini adottati non possono rispondere, come il loro peso alla nascita, oppure richieste che non possono soddisfare, come una foto o un oggetto di quando era neonato.
E’ consigliabile, quindi, adottare libri di testo che prestino attenzione alla molteplicità delle situazioni familiari e culturali ormai presenti nelle classi.
I libri di testo sono lo strumento di comunicazione primario con cui gli insegnanti entrano in contatto con i bambini ed essi dovrebbero trattare argomenti che appartengono alla loro esperienza. Sarebbe auspicabile pertanto adottare testi in cui possano rispecchiarsi il maggior numero delle diversità, in cui anche la realtà adottiva sia visibile come una delle tante situazioni del mondo di cui i bambini fanno parte.
1 MIUR (2014) “Linee di indirizzo per favorire il diritto allo studio degli alunni adottati”, Allegato 3.
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